Academic literature on the topic 'Re-entry students'
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Journal articles on the topic "Re-entry students"
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Lenhardt, Ann Marie C. "Support Services for Re-Entry Students." NASPA Journal 32, no. 1 (October 1, 1994): 55–66. http://dx.doi.org/10.1080/00220973.1994.11072379.
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BAUER, DAVID, and DEAN MOTT. "Life Themes and Motivations of Re-Entry Students." Journal of Counseling & Development 68, no. 5 (May 6, 1990): 555–60. http://dx.doi.org/10.1002/j.1556-6676.1990.tb01410.x.
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Brubaker, Cate. "Re-thinking Re-entry: New Approaches to Supporting Students After Study Abroad." Die Unterrichtspraxis/Teaching German 50, no. 2 (September 2017): 109–19. http://dx.doi.org/10.1111/tger.12036.
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Holfter, Gisela, and Maria Rieder. "Supporting Erasmus students through integrating reflective practicesin the curriculum." Study Abroad Research in Second Language Acquisition and International Education 5, no. 1 (February 24, 2020): 69–88. http://dx.doi.org/10.1075/sar.18006.hof.
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Abstract There is considerable evidence that suitable preparation for the Erasmus experience can make a significant difference to students. Often, however, institutions have to battle to provide in-depth pre-departure training, and re-entry events or training are too seldom available. Following Erasmus there is rarely space in the curriculum of the home university for reflection, assessment and the integration of the experiences and multi-faceted learning that took place abroad. This article argues that the challenge is therefore to integrate meaningful reflections and assessment into more traditional modules, such as literature-based ones. Accordingly, this article presents some options of how to integrate re-entry reflections in the form of a module on travel literature as well as a voluntary re-entry module that can be offered to returning students irrespective of their course of study. Components of the Erasmus+ CONNECT training programme serve as an example of training material.
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Hay, Marion. "Learning at a distance: Women, re-entry and retention in Senior English." Journal of Psychologists and Counsellors in Schools 2 (November 1992): 33–51. http://dx.doi.org/10.1017/s1037291100002259.
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This research project at the Brisbane School of Distance Education investigated demographic characteristics of adult females enrolled for Matriculation English and their attitudes towards institutional processes for advertising, advising, teaching and supporting students during their studies. Three groups were sampled – those who continued their studies into second semester (Stayers), those who dropped out during first semester (Starters), and those who enrolled but did not start the course (Non-Starters). Non-starters were significantly more likely to be younger, have no children and register more changes of address. There was no significant difference in prior educational level between the three groups nor was there any significant difference between country and city based students. Stayers were significantly more likely to be caring for young children and have work responsibilities as well. Changes to school processes for advertising, advising and supporting students were recommended as a result of attitudes expressed by respondents. New methods for obtaining pre-enrolment counselling and maintaining communication links with the school were devised to address the attrition problem. Theories of distance education and school management principles are examined in the light of other research findings regarding retention in distance education.
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Klein, James D., Nancy Nelson Knupfer, and Steven M. Crooks. "Differences in Computer Attitudes and Performance Among Re-entry and Traditional College Students." Journal of Research on Computing in Education 25, no. 4 (June 1993): 498–505. http://dx.doi.org/10.1080/08886504.1993.10782069.
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Ryken, Amy E. "Multiple Choices, Multiple Chances: Fostering Re-entry Pathways for First Generation College Students." Community College Journal of Research and Practice 30, no. 8 (September 2006): 593–607. http://dx.doi.org/10.1080/10668920500210217.
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Thacker, Charlene, and Mark Novak. "Student Role Supports for Younger and Older Middle- Aged Women: Application of a Life Event Model." Canadian Journal of Higher Education 21, no. 1 (April 30, 1991): 13–36. http://dx.doi.org/10.47678/cjhe.v21i1.183092.
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This paper is a report on a study of 276 women aged 35 to 64 who have re-entered university. We used the life-event framework to focus on the stress of university life, on the methods these women use to cope with stress and on their adaptations to the demands of school. We compared the re-entry experience of two sub-groups in our population: students aged 35 to 44 (with young families) and those aged 45 to 64 (with mature families). We found that each group had different motives for attending school, each group felt different strains during the school year and each group used different methods and resources to cope with the demands of student life. The paper concludes with a review of the literature on programs that meet the needs of re-entry women. We note the applicability of these programs to the distinct needs of younger and older re-entry women and we encourage the development of more programs to meet both groups' needs.
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Karunaratne, Prashan Shayanka Mendis, Yvonne A. Breyer, and Leigh N. Wood. "Transforming the economics curriculum by integrating threshold concepts." Education + Training 58, no. 5 (June 13, 2016): 492–509. http://dx.doi.org/10.1108/et-02-2016-0041.
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Purpose – Economics is catering to a diverse student cohort. This cohort needs to be equipped with transformative concepts that students can integrate beyond university. When a curriculum is content-driven, threshold concepts are a useful tool in guiding curriculum re-design. The paper aims to discuss these issues. Design/methodology/approach – The evidence for this pedagogic need can be seen in the UK’s higher education economics curriculum framework which is formulated around the threshold concepts of economics. Through a literature review of the application of threshold concepts in economics, the researcher has systematically re-designed an entry-level economics course. This research has been applied to the course structure, the learning and teaching activities, as well as the assessments. At the end of the semester, students students were surveyed on the student experience of the curriculum design and the course activities. The course grades noted the achievement of the students’ learning outcomes. Findings – When comparing the survey responses and the student course results to the previous semesters, there is a significant improvement in student experience as well as student learning outcomes of the course curriculum. Practical implications – This research provides curriculum developers with a benchmark and the tools required to transform economics curricula. Social implications – An engaging, transformative and integrative entry-level economics course is often the only exposure most business graduates have to the economics way of thinking and practice. Originality/value – This is the first comprehensive study that applies a curriculum re-design based on threshold concepts across an entry-level economics course.
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DePompei, Roberta, and Jean Blosser. "Strategies for Helping Head-Injured Children Successfully Return to School." Language, Speech, and Hearing Services in Schools 18, no. 4 (October 1987): 292–300. http://dx.doi.org/10.1044/0161-1461.1804.292.
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Each year approximately 75,000 individuals sustain a closed head injury (CHI). The head injuries may be the result of motor vehicle accidents, falls, sports injuries, or abuse. It is estimated that as many as 18,000 of those injured are children. Often, head-injured children return to the educational setting following physical recuperation. The communication, physical, cognitive, emotional, and/or behavioral changes which have resulted from the head injury may interfere with successful re-entry into school. This article will present information that may be helpful in implementing the CHI student's successful return to school. Specific topics to be discussed include: types of deficits in CHI students, initiating the return to the educational setting, reasons for involvement of the speech-language pathologist in the re-entry process, suggestions for establishing effective networks between the rehabilitation setting (hospital/clinic) and the educational setting; and, specific recommendations for implementing the return.
Dissertations / Theses on the topic "Re-entry students"
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Patt, Jacky Linn, and Gloria Ann Stickler. "A comparison of re-entry and traditional students needs and issues." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1863.
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Genco, Jessica T. "Adult Re-Entry Students: Experiences Preceding Entry into a Rural Appalachian Community College." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1092.
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Over 42% of students re-entering education in the United States are age 24 or older (NCES, 2002). Community colleges offer financial, academic, and geographic accessibility making them a viable option for adults seeking to re-enter education (Cohen & Brawer, 1996).
The purpose of this study was to learn more about the life transitions that precipitate entry into a community college. The researcher also sought to bring insights about the experiences of being an adult student returning to education at a community college. Research participants included 24 adult re-entry students and recent graduates at Mountain Empire Community College in Big Stone Gap, Virginia. Through indepth interviews, the personal experiences of the life transitions that prompted college entrance and the experience of being enrolled in college were explored.
Qualitative research techniques were used in this study. Interviews were tape recorded and transcribed. The findings derived from the data analysis were presented thematically as they addressed the research questions.
The findings revealed that participants returned to education because of job-related concerns (typically a layoff or company's closing) or an issue of timing (a feeling that it was "time" to return). Re-entry students faced barriers that were both institutional and personal as they navigated the educational process. Participants reported that financial, geographic, and academic accessibility of the college made it a resource in itself. Finally, participants suggested implementing a specialized, adult, student-focused orientation course, on-site daycare services, and campus activities supportive of needs of students returning to the academic world.
Recommendations included a quantitative study involving a survey with a larger sample of adult re-entry students. The data could provide a richer examination of the similarities and differences among the re-entry college population. Recommendations for practice included an orientation class specifically designed to attract and meet the needs of adult re-entry students at the community college level; the establishment of a comprehensive, developmentally-based childcare service located on the college campus; and initial and follow-up contacts by a counselor designated as an adult, re-entry student contact and resource person in the student services division.
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Harrison, Pamela G. "The lived experience of re-entry women in traditional baccalaureate nursing education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290775.
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The critical shortage of nurses has resulted in the recruitment of an increased number of nontraditional students who frequently fill multiple roles in addition to their student role. Minimal research has been conducted with this population enrolled in a college environment designed for traditional students.The purpose of this study was to explore the lived experience and margin-in-life of re-entry women enrolled in two traditional baccalaureate nursing programs in central Indiana. The theoretical framework for the study was McClusky's Power Load Margin Theory and the population consisted of ten re-entry nursing students who volunteered for participation. Demographic data was collected using a researcher designed tool and semi-structured interviews were conducted with each participant. Participants completed Stevenson's Margin-in-Life Scale and demonstrated an average margin of 0.60492.All interviews were audio taped, transcribed, and subjected to systematic phenomenological analysis inspired by the work of Max van Marten resulting in the identification of five main themes entitled success, support, transitions, challenges, and relationships. Success was comprised of three sub-themes including motivation for returning to school, persistence or determination to complete the nursing program, and time management strategies. Support included two sub-themes of support from family and friends of the participants and support from self-care strategies.The transitions theme included feelings of anxiety upon returning to college and academic difficulties encountered. The challenges theme was comprised of financial challenges and challenges encountered balancing multiple responsibilities. The fifth theme, relationships, included relationships with university faculty and staff and relationships with fellow students.Simultaneous triangulation was employed applying quantitative and qualitative methods at the same time in order to enhance the understanding of the lived experience of the participants. In an attempt to present a visual image of the interaction between the five themes and the margin-in-life, the researcher conceptualized a model entitled the Margin-in-Life Model.The five themes identified and margin-in-life scores provided rich information about the lived experience of this group of re-entry women. Further research is needed to gain a more complete understanding of this population and implications for nursing education.Department of Educational Studies
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Knightley, Wendy Marilyn. "Women re-entry students : an investigation into changes in their self-esteem." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270086.
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Stringfield, Yvonne Nazareth. "Perceptions of senior re-entry registered nurse students in baccalaureate nursing programs." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618651.
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The purpose of this study was to determine how RNs who were seniors in academic programs leading to a baccalaureate nursing education perceived their programs. These perceptions were determined by assessing: (1) the educational and experiential characteristics of senior re-entry registered nurses, (2) reasons for returning to college for a baccalaureate education, (3) perceptions of the relevancy of nursing course work, and (4) personal, professional and academic difficulties encountered in the program of study. The study also investigated specific demographic data with relationship to perceptions.;Participants attended nursing programs at seven Virginia state supported colleges and universities. A sample of convenience was used with a total of 78 participants (75% return rate). Participants were in their last semester of study at their respective universities.;The five research questions were: (1) What are the educational and experiential characteristics of the senior re-entry registered nurses who return to college for a baccalaureate nursing education, (2) What are the reasons senior re-entry registered nurses cite for their return to college for a baccalaureate nursing education, (3) How do senior re-entry registered nurses rate the relevancy of their nursing course work, (4) Is there a difference between the work experience of senior re-entry registered nurse students and their perceptions of the academic, professional and personal difficulties experienced while in college? (5) Is there a difference between the educational level of senior re-entry registered nurse students and their perceptions of the academic, professional and personal difficulties experienced while in college?;It was concluded that: The average re-entry RN is 31 to 40 years of age, female, married, with children, white and employed 1-10 years in staff nurse positions in hospitals. (1) Registered nurses return to college for personal reasons, because it is the trend in nursing, and for credibility/prestige, (2) nursing education material is current and reflects new research from a variety of sources, and is appropriate for their backgrounds, (3) the cost of education requires RNs to work in order to afford college, (4) and (5) there was no difference between AD graduates and diploma graduates based on experience and education.
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Solano, Kaitlyn Victoria. "Making the Return Matter: An Exploration of Re-entry Support in American Jesuit Institutions in the Context of Internationalization." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108814.
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Thesis advisor: Laura . RumbleyThesis advisor: Hans . de Wit
Internationalization of higher education continues to transform the field of post-secondary education around the world. Student mobility, and specifically study abroad, operates as tool of internationalization that receives a lot of attention from institutions, nations, and students alike. Support for studying abroad is rooted in the many benefits, including but not limited: exposure to new cultures and perspectives, improvement of foreign language skills, development of independence and personal confidence, and expansion of problem solving skills. However, the transition back home after an experience abroad can often be a difficult experience for students who lack intentional and specific support through their institution. This re-entry period is often overlooked by institutions, however, it is a part of a student’s study abroad experience and should be supported as such through resources and programming for returned students. American Jesuit institutions in particular promote participation in study abroad as it aligns with the Jesuit mission and values rooted in serving God through serving others. As institutions that place a high value on engaging with the world and a holistic view of the educational experience, American Jesuit institutions have an obligation to support students through re-entry. This study looks at how these institutions support students as they return from abroad, the major challenges they face, how they integrate Jesuit values into their support, and what can be done in the future
Thesis (MA) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Asay, Toni. "The Ties that Bind: Identifying Connections that Facilitate Students’ Successful Re-Entry to Higher Education." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7481.
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The ubiquitous roadblocks to university graduation have been investigated, identified, and interrogated for 7 decades, yet the mystery of retaining students to graduation continues to elude even the most prestigious universities. This researcher’s approach to increasing graduation began with the concession that increasingly, students may leave school at some point due to one or more of the retention issues that we recognize all too well—finances, illness, family problems, pregnancies, and other educational obstacles. However, leaving school does not mean that there is no going back. Student’s dropout status changes when they re-enroll in school; they take on new identities as stop-out students who forge their own nontraditional path to graduation. This work explored the lived experiences of this often-overlooked subset of university students—students who begin courses in higher education but then forgo their studies for a time before returning. These students are known in the literature as stop-out students, a cohort seldom acknowledged, studied, or desegregated from dropout statistics. An online survey was used to determine the demographics of the stop-out participants, and face-to-face, semi-structured interviews were then conducted to allow students to relate their experiences, in and out of school, in their own voices. Of particular interest was the effect of students’ perceived connections to faculty, staff, and/or administration as an influence in their decisions to return to school.
The study was analyzed through the lens of care theory as a way to investigate how students’ persistence was affected by feelings of connection or caring. Only one of twelve interviewees had formed a relationship with a professor before he left school, and this relationship was maintained during his absence and renewed when he returned. The other interviewees acknowledged that they felt no specific connections to any person, office, or administration when they left.
The stop-out population is one that higher education needs to acknowledge and support with targeted services. In many cases, they are only a few semesters from graduation. Rather than blocking their way when they run for the hills, we should be lighting their path back to success.
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Hipple, Dean A. "Re-entry training and education for returning sojourner undergraduates of French grandes écoles." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/562.
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This study is a design and delivery of a comprehensive re-entry training program which has been implemented to meet the needs of returning French engineering grande ecole undergraduate sojourners.
With particular attention to the historical and specific character of a grande ecole's interdependent relationship with industry and professional training as an integral part of the educational design, this program has been specifically conceived as a semiautonomous, in-house institute for advanced intercultural training and studies with the combined aims of a) meeting the immediate and longer-term needs of returning sojourners and b) enhancing intercultural awareness at the school generally.
This study focuses specifically on the re-entry program delivered by the newly created Winter Institute of Intercultural Communication (WIIC) as the capstone
innovation in the broader developmental curriculum redesign scheme for grande ecole students. The Institute now provides the necessary re-entry follow up after an extensive pre-departure training program and six months experience abroad as well as providing a workshop for moving on to more advanced levels of intercultural communication issues.
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Rujipak, Thanyalak. "The re-entry adjustment of Thai students in the transition from graduation in Australia to the return home." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/69982.
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Thesis (PhD) - Faculty of Higher Education, Lilydale, Swinburne University of Technology, 2009.Thesis submitted in fulfilment of the requirements for the degree Doctor of Philosophy, Faculty of Higher Education, Lilydale, Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. ??-??)
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Hipple, Dean A. "Re-entry training and education for returning sojourner undergraduates of French grandes écoles : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/562.
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This study is a design and delivery of a comprehensive re-entry training program which has been implemented to meet the needs of returning French engineering grande ecole undergraduate sojourners.
With particular attention to the historical and specific character of a grande ecole's interdependent relationship with industry and professional training as an integral part of the educational design, this program has been specifically conceived as a semiautonomous, in-house institute for advanced intercultural training and studies with the combined aims of a) meeting the immediate and longer-term needs of returning sojourners and b) enhancing intercultural awareness at the school generally.
This study focuses specifically on the re-entry program delivered by the newly created Winter Institute of Intercultural Communication (WIIC) as the capstone
innovation in the broader developmental curriculum redesign scheme for grande ecole students. The Institute now provides the necessary re-entry follow up after an extensive pre-departure training program and six months experience abroad as well as providing a workshop for moving on to more advanced levels of intercultural communication issues.
Books on the topic "Re-entry students"
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Smith, Edith. The process as empowerment: The case of female re-entry students. Ottawa: Women's Studies Programme, University of Ottawa = Programme en études des femmes, Université d'Ottawa, 1991.
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Whittick, Garrett Omar. The re-entry experience of African-Canadian students from disengagement to re-engagement at the university level. 2005.
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Stringfield, Yvonne Nazareth. PERCEPTIONS OF SENIOR RE-ENTRY REGISTERED NURSE STUDENTS IN BACCALAUREATE NURSING PROGRAMS (SENIOR REENTRY STUDENTS). 1993.
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Frank, Patricia S. Female re-entry community college students: Stress factors they encounter and support services they require. 1991.
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Whittick, Garrett Omar. The re-entry experience of African-Canadian students from disengagement to re-engagement at the university level. 2005.
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Greenwood, Claudia M. Factors which influence re-entry women in college composition classes: A descriptive study. 1987.
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Wooldredge, John, and Paula Smith, eds. The Oxford Handbook of Prisons and Imprisonment. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199948154.001.0001.
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The Oxford Handbook on Prisons and Imprisonment provides a rich source of information on institutional corrections around the world, covering the most critical issues facing both inmates and prison staff. The contributors offer theoretically informed and critical discussions of these issues that facilitate more objective and realistic assessments of related problems and their possible solutions. The handbook is the first original volume on prisons and prisoners to cover topics relevant to both the social and behavioral sciences with equal depth paid to each area. Focusing on the impact of these issues on the philosophies of incarceration (retribution, general and specific deterrence, incapacitation, and rehabilitation) is also unique to a single volume, providing a larger picture of their implications. Included are updated discussions of the always popular topics such as conditions of confinement and prisoner subcultures and topics that have taken or are destined to take greater priority in the field such as inmate victimization, special offender populations, prison programs, prisoner re-entry, and privatization. The handbook is divided into six sections corresponding to topic areas identified as major focal points of discussion and research in the field. As such, it provides a single source that bridges social and behavioral science perspectives, providing students with a comprehensive understanding of these topics while providing academics with a knowledge base that will more effectively inform their own research. For practitioners, particularly those in the treatment sector, the book provides an excellent overview of best program practices that are empirically based and research-driven.
Book chapters on the topic "Re-entry students"
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Blonsky, Howard M. "Building Comprehensive Dropout Prevention and Recovery/Re-Entry Programs." In The Dropout Prevention Specialist Workbook, 98–107. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190090845.003.0012.
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This chapter looks at effective strategies and programs that have proved successful in addressing and preventing students dropping out of school. It cites the findings of the What Works Clearinghouse with regard to various programs and whether they were found to show evidence of effectiveness.
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Granello, Darcy Haag, Paul F. Granello, and Gerald A. Juhnke. "Working With Suicidal Students in Schools." In Suicide and Self-Injury in Schools, 264—C9.P110. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190059842.003.0009.
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Abstract Schools are expected to help identify, perform the initial assessment of, contact parents of, help initiate the referral process for, and monitor students who have chronic suicidal thoughts; develop protocols for the re-entry of students who are returning after a suicide crisis; follow up with suicidal students; and document their efforts. Although most intervention work takes place with a community provider, school mental health professionals must work with parents, clinicians, and the suicidal student. Advanced training in suicide may be needed for staff to carry out these duties. Suicidal students fall into roughly three categories: chronically suicidal students, actively suicidal students, and students who return to school following a suicide crisis. Intervention for students who are suicidal generally follows a modified crisis counseling approach.
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Fisher, Emily S., and Kelly S. Kennedy. "Counseling Students With Incarcerated Parents." In Counseling Special Populations in Schools, 118–33. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199355785.003.0008.
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This chapter reviews strategies for working with students who have incarcerated parents. The chapter reviews the risks associated with having an incarcerated parent, including familial and financial strain, disruptions with attachment, changes in caregivers, and the culmination of preexisting risks such as poverty, exposure to trauma, and parental substance abuse. Young people with an incarcerated parent often feel isolated from or different from peers and often have reactions similar to those that may occur after the death of a parent, including sadness, anger, developmental regression, and engagement in risky behaviors. Counseling strategies discussed in this chapter include supporting students as they learn their rights and privileges, addressing misconceptions and fears related to parental incarceration, building coping skills, and preparing for visitations and the re-entry of an incarcerated parent. Specific approaches covered include solution-focused brief therapy and group counseling.
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Pho, Hanh. "Cultural Identity in the Superdiversity Environment." In Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education, 239–62. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9628-9.ch012.
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The cultural identity of sojourners undergoing cultural transition, especially student sojourners (also known as international students), has recently become a burgeoning research interest. This chapter presents a longitudinal qualitative study, using semi-structured interviews (N=13), which explores how the students viewed their cultural identities and how study abroad in British higher education might influence their perceptions. The study monitored the experience of the students throughout the sojourn and the re-entry period when they returned home for less than three months. Findings show that after study abroad, most students experienced changes in cultural identities and developed “mixed” cultural identities. Based on the findings, suggestions for researchers and educators in the cross-cultural transition and intercultural communication fields, such as the modification of the definition of cultural identity, are proposed.
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Attah, Dzifa A., Susan Boafo-Arthur, and Ama Boafo-Arthur. "The Sojourner's Return." In Study Abroad Contexts for Enhanced Foreign Language Learning, 218–55. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch010.
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Thousands of students are participating in study abroad programs, which is a major decision that could alter the life of a student and shape his/her future. It is important, therefore, to carefully weigh the options that come with being an international student. This chapter explores the history of study abroad, students' study abroad experiences, and the benefits of these programs. Study abroad benefits include personal growth, intercultural development, and career attainment. Educators consistently assert that a significant part of the studying abroad experience is training future global leaders to be more effective and efficient, respecting the diversities of people and cultures, including political and economic systems, and the willingness to take a stand for the world's welfare. Following this, the re-entry experiences of students who return to their home countries at the end of their studies are examined with respect to the physical, social, and psychological risks that student returnees are faced with.
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D'Agostino, Susan. "Reach for the stars, just like Katherine Johnson." In How to Free Your Inner Mathematician, 35–42. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198843597.003.0006.
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“Reach for the stars, just like Katherine Johnson” tells the story of the mathematics and mathematician behind NASA’s 1961 Apollo spacecraft flown by astronaut John Glenn. When Glen grew concerned that NASA had switched to an inanimate computer for checking computations regarding re-entry into the atmosphere, he insisted that human computer and mathematician Katherine Johnson check the numbers. Johnson needed to consider drag, aerodynamic lift, vacuum perigee altitude, the spacecraft’s center of gravity, and more to ensure a safe reentry corridor. The discussion is illustrated with numerous hand-drawn sketches. Katherine Johnson, whose biography is summarized, was an African American woman who worked in NASA’s Research Flight Division at the Langley Research Center in Hampton, Virginia. Mathematics students and enthusiasts are encouraged to reach for literal and metaphorical stars in mathematical and life pursuits. At the chapter’s end, readers may check their understanding by working on a problem. A solution is provided.
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Dawson, Katie C., Claire M. Norris, James (Jim) B. Henderson, Jeannine O. Kahn, and Cami D. Geisman. "Compete LA." In Advances in Educational Technologies and Instructional Design, 46–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1928-8.ch003.
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Postsecondary education has never mattered more than it does presently. It is critical for adults, particularly for non-credentialed adults, to complete postsecondary pathways, ensuring they are prepared to compete in the global economy. Despite the well-documented benefits of a postsecondary degree, nearly one-fourth of adults in Louisiana have college experience, but no degree. Adult learners experience barriers to navigating higher education that negatively impact their ability to return and persist to graduation. Recognizing these challenges, the University of Louisiana System and their nine member institutions created Compete LA, a program designed to re-engage adult learners and create equitable academic pathways to obtaining a college degree. This chapter will serve as a case study by focusing on the creation and scaling of the Compete LA initiative. It will explore the characteristics of the team, the structural composition of the program, as well as the efforts to dismantle the systemic barriers that exist in higher education that make adult student re-entry challenging.
Conference papers on the topic "Re-entry students"
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Serfontein, Zaria, Marco Rigamonti, Edouard Demers, Gonzalo Temprano, and Jennifer Kingston. "LEOniDAS drag sail experiment on the 2021 ESA Fly Your Thesis! parabolic flight campaign." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.110.
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Space engineering students and academics from Cranfield University have developed two space debris mitigation drag sail concepts and three sails are currently in orbit. The sails enable a reduced time to atmospheric re-entry by increasing the natural aerodynamic drag forces acting on the host satellite. Intended to be used on small, low Earth orbit satellites, these sails provide a low-cost solution to achieving compliance with the IADC target of removal from orbit within 25 years of end-of-mission. The LEOniDAS team, comprising one PhD and three MSc students, submitted a proposal to the ESA Fly Your Thesis! parabolic flight campaign to perform microgravity deployment testing on a more scalable and adaptable hybrid design. The project aimed to qualify the new design, provide a better understanding of deployment behaviour in microgravity and allow for a deeper understanding of the effect of deployment on the host satellite. Participation in the programme provided significant
educational benefits to the students involved, resulting in three Masters theses and a major input to a PhD thesis, as well as publications and outreach activities. The experiment was presented by the students at the ESA Academy Gravity-Related Training week in January 2021. There followed extensive design, prototyping and assembly work, with regular review and input from ESA and Novespace, culminating in the two-week parabolic flight campaign in October 2021. The planned deployment experiments were successfully completed across all three flights, with
the experimenters accumulating a total of more than 30 minutes of microgravity. Data on dynamics of the sail deployments was recorded via high-speed video cameras, accelerometers and torque sensors. This paper will highlight the key scientific and educational achievements of the project, and summarise the lessons learned for the benefit of future participants in this exceptional student opportunity.
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Griffin, Alidair A., Barbara Doyle Prestwich, and Eoin P. Lettice. "UCC Open Arboretum Project: Trees as a teaching and outreach tool for environmental and plant education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.25.
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The University College Cork (UCC) Open Arboretum Project aims to re-imagine the original purpose of the University’s tree collection – as a teaching tool. The arboretum represents a unique on-campus learning space which has been under-utilised for teaching in recent times. The arboretum has the capacity to engage students, staff and visitors in a tangible way with important global issues (e.g. the climate emergency and biodiversity loss). It is also an opportunity to combat ‘plant blindness’, i.e. the ambivalence shown to plants in our environment compared to often charismatic animal species. Wandersee and Schussler (1999) coined the term “plant blindness” to describe the preference for animals rather than plants that they saw in their own biology students. Knapp (2019) has argued that, in fact, humans are less ‘plant blind’ and more ‘everything-but-vertebrates-blind’ with school curricula and television programming over-emphasising the role of vertebrates at the expense of other groups of organisms. Botanic gardens and arboreta have long been used for educational purposes. Sellman and Bogner (2012) have shown that learning about climate change in a botanic garden led to a significant shortterm and long-term knowledge gain for high-school students compared to students who learned in a classroom setting. There is also evidence that learning outside as part of a science curriculum results in higher levels of overall motivation in the students and a greater feeling of competency (Dettweiler et al., 2017). The trees in the UCC collection, like other urban trees also provide a range of benefits outside of the educational sphere. Large, mature trees, with well-developed crowns and large leaf surface area have the capacity to store more carbon than smaller trees. They provide shade as well as food and habitats for animal species as well providing ‘symbolic, religious and historic’ value in public common spaces. Such benefits have recently been summarised by Cavender and Donnolly (2019) and aligned with Sustainable Development Goal 11, Sustainable Cities and Communities by Turner-Skoff and Cavender (2019). A stakeholder survey has been conducted to evaluate how the tree collection is currently used and a tour of the most significant trees in the collection has been developed. The tour encourages participants to explore the benefits of plants through many lenses including recreation, medicine and commemoration. The open arboretum project brings learning beyond the classroom and acts as an entry point for learning in a variety of disciplines, not least plant science and environmental education generally.
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Kuhm, Hendrik, Hendrik Fischer, Lars Blümler, Emily Seeberg, Vincent Kirchner, Daniel Galla, and Sabine Klinkner. "Design and development of the re-entry sensor system for the CubeSat mission SOURCE." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.103.
Full textAbstract:
With the number of man-made objects being launched into orbit steadily increasing, space debris is one of the big challenges for future space flight. In order to better assess the danger to humans on Earth’s surface, re-entry should be researched in more detail. SOURCE serves as a 3U+ satellite platform designed and developed by the small satellite student society (KSat e.V.) and the Institute of Space Systems (IRS) at the University of Stuttgart. It was selected by ESA in 2020 to be part of the ‘Fly your Satellite’ program, has successfully completed the CDR
and is currently preparing for the MRR. SOURCE’s objectives are education, verification of several cost-saving, not yet space-proven technologies for orbital use, capturing images of meteoroids entering Earth's atmosphere and documenting its own demise during re-entry by
analysing atomic oxygen, heat flux- and pressure data. In order to receive data for as long as possible during re-entry, the satellite switches from S-band to Iridium (inter-satellite link) communication at an altitude below 200 km.
For the in-situ measurement during the re-entry, SOURCE is equipped with two Flux-Phi-Probe (FIPEX) sensors for the measurement of atomic oxygen and five additional sensor arrays. Each array contains one pressure sensor and two heat flux sensors, one commercial and one
developed by the IRS. The arrays are placed at five positions in-line across the satellite to reduce effects of tumbling during the re-entry and to allow for the measurement of gradients.
For a first estimation of the expected value ranges, simulations were performed with the software PICLas, developed by the IRS and the Institute of Aero-and Gas Dynamics (IAG) at the University of Stuttgart. In an iterative process, the collected data will be used to further improve this simulation software after the re-entry of the SOURCE satellite.
The aim of this paper is to describe the design philosophy and development process of the sensor readout electronics. The tests carried out are presented and the first results are presented.
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Koziol, Andrea. "RE-IMAGINING A MULTI-INSTRUCTOR ENTRY LEVEL GEOLOGY COURSE: FORMULATING STUDENT LEARNING OUTCOMES AND ASSESSMENT STRATEGIES." In GSA Connects 2021 in Portland, Oregon. Geological Society of America, 2021. http://dx.doi.org/10.1130/abs/2021am-365938.
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